Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCCCS028 Mapping and Delivery Guide
Provide client-centred support to people in crisis

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCCCS028 - Provide client-centred support to people in crisis
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to build relationships with help-seekers, use crisis support micro skills and address the personal issues that affect working with people in crisis. The support is immediate and short term, and not ongoing.This unit applies to individuals in crisis support roles who work according to established procedures and models. They work under supervision.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Elements define the essential outcomes
       
Element: Apply the organisation’s crisis support model and procedures
  • Identify and use each stage of the crisis support model during client interactions
  • Implement organisation measures for worker care and supervision
  • Document information according to organisation procedures
       
Element: Apply the organisation’s crisis support model and procedures
  • Identify and use each stage of the crisis support model during client interactions
  • Implement organisation measures for worker care and supervision
  • Document information according to organisation procedures
       
Element: Facilitate relationship building with the help-seeker
  • Display a client-centred approach to crisis support
  • Show empathy to build a strong connection with the help-seeker and create an environment within which the help-seeker feels able to discuss their concerns and pain
  • Display unconditional positive regard to enable the help-seeker to communicate freely without fear of judgement
       
Element: Apply skills which assist the crisis support process
  • Consistently use active listening skills and brief encouragers to establish rapport with help-seekers, and identify their issues
  • Show respectful, empathic understanding to clarify the nature and depth of help-seeker feelings
  • Develop an empowering crisis support relationship that assists help-seekers clarify options, seek support and decide on next steps to address problems and/or meet current needs
  • Explore and offer options for further help and support
  • Sensitively manage a timely end to the communication, facilitating transitions to ongoing self care and support or referrals
       
Element: Address personal factors in the crisis support process
  • Identify, affirm and strengthen personal attributes and attitudes likely to facilitate the crisis support process
  • Identify and contain personal issues or attitudes likely to impact negatively on the contact
  • Identify and discuss personal reactions to strong help-seeker emotions or impactful stories
  • Identify and implement constructive strategies for dealing with strong emotions and impactful stories
  • Develop a range of self care strategies for responding to impactful presentations or stories
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Apply the organisation’s crisis support model and procedures

1.1 Identify and use each stage of the crisis support model during client interactions

1.2 Implement organisation measures for worker care and supervision

1.3 Document information according to organisation procedures

2. Facilitate relationship building with the help-seeker

2.1 Display a client-centred approach to crisis support

2.2 Show empathy to build a strong connection with the help-seeker and create an environment within which the help-seeker feels able to discuss their concerns and pain

2.3 Display unconditional positive regard to enable the help-seeker to communicate freely without fear of judgement

3. Apply skills which assist the crisis support process

3.1 Consistently use active listening skills and brief encouragers to establish rapport with help-seekers, and identify their issues

3.2 Show respectful, empathic understanding to clarify the nature and depth of help-seeker feelings

3.3 Develop an empowering crisis support relationship that assists help-seekers clarify options, seek support and decide on next steps to address problems and/or meet current needs

3.4 Explore and offer options for further help and support

3.5 Sensitively manage a timely end to the communication, facilitating transitions to ongoing self care and support or referrals

4. Address personal factors in the crisis support process

4.1 Identify, affirm and strengthen personal attributes and attitudes likely to facilitate the crisis support process

4.2 Identify and contain personal issues or attitudes likely to impact negatively on the contact

4.3 Identify and discuss personal reactions to strong help-seeker emotions or impactful stories

4.4 Identify and implement constructive strategies for dealing with strong emotions and impactful stories

4.5 Develop a range of self care strategies for responding to impactful presentations or stories

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of 50 hours of work in a service providing support to people in crisis

managed contacts from at least 50 help-seekers with varied presenting issues, using

the structure of the organisation’s crisis support model

crisis support micro skills

managed the personal factors that affect working with people in crisis.

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national, state/territory) for short term crisis support work, and how these are applied in organisations:

codes of conduct:

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety, including management of own reactions and stress

vision, policies and procedures of the organisation

crisis and crisis theory in the context of the individual job role

scope of the crisis support role in different organisations

self-care strategies, including debriefing and their importance

stages of a crisis support model

principle of unconditional positive regard and being non-judgemental

how values, attitudes and beliefs impact on crisis support processes

crisis support micro-skills, and how they are used, including:

brief encouragers which assist the help-seeker relate their story and concerns

reflection of feelings and meaning

hearing the help-seeker’s concerns

paraphrasing (reflection of content)

using open and closed questions to expand or clarify understanding

understanding the help-seeker’s context

recognising when higher levels of care may be required

use of silence

balancing the frequency of questions

summarising and closure

indicators of strong emotions and how to respond, including:

grief

anger

confusion

sadness

frustration

suicidal despair

empowering processes and how they are used in crisis support including:

active listening

identifying and affirming help-seeker strengths and opportunities

reframing, summary and closure

helping contain overwhelming feelings to facilitate coping

using questions and concreteness to focus the help-seeker on identifying immediate needs and concerns

setting realistic achievable goals for the contact

brainstorming consequences

exploring options

facilitating informed help-seeker choices

identify achievable tasks to be addressed after the contact

constructive feedback about crisis support practice

strategies to deal with help-seeker issues and emotions

managing tone, pitch and pace of voice

setting boundaries between crisis supporter and help-seeker

awareness of personal vulnerabilities which may be triggered during a contact

containment skills

supervision

debriefing.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Apply the organisation’s crisis support model and procedures

1.1 Identify and use each stage of the crisis support model during client interactions

1.2 Implement organisation measures for worker care and supervision

1.3 Document information according to organisation procedures

2. Facilitate relationship building with the help-seeker

2.1 Display a client-centred approach to crisis support

2.2 Show empathy to build a strong connection with the help-seeker and create an environment within which the help-seeker feels able to discuss their concerns and pain

2.3 Display unconditional positive regard to enable the help-seeker to communicate freely without fear of judgement

3. Apply skills which assist the crisis support process

3.1 Consistently use active listening skills and brief encouragers to establish rapport with help-seekers, and identify their issues

3.2 Show respectful, empathic understanding to clarify the nature and depth of help-seeker feelings

3.3 Develop an empowering crisis support relationship that assists help-seekers clarify options, seek support and decide on next steps to address problems and/or meet current needs

3.4 Explore and offer options for further help and support

3.5 Sensitively manage a timely end to the communication, facilitating transitions to ongoing self care and support or referrals

4. Address personal factors in the crisis support process

4.1 Identify, affirm and strengthen personal attributes and attitudes likely to facilitate the crisis support process

4.2 Identify and contain personal issues or attitudes likely to impact negatively on the contact

4.3 Identify and discuss personal reactions to strong help-seeker emotions or impactful stories

4.4 Identify and implement constructive strategies for dealing with strong emotions and impactful stories

4.5 Develop a range of self care strategies for responding to impactful presentations or stories

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Identify and use each stage of the crisis support model during client interactions 
Implement organisation measures for worker care and supervision 
Document information according to organisation procedures 
Identify and use each stage of the crisis support model during client interactions 
Implement organisation measures for worker care and supervision 
Document information according to organisation procedures 
Display a client-centred approach to crisis support 
Show empathy to build a strong connection with the help-seeker and create an environment within which the help-seeker feels able to discuss their concerns and pain 
Display unconditional positive regard to enable the help-seeker to communicate freely without fear of judgement 
Consistently use active listening skills and brief encouragers to establish rapport with help-seekers, and identify their issues 
Show respectful, empathic understanding to clarify the nature and depth of help-seeker feelings 
Develop an empowering crisis support relationship that assists help-seekers clarify options, seek support and decide on next steps to address problems and/or meet current needs 
Explore and offer options for further help and support 
Sensitively manage a timely end to the communication, facilitating transitions to ongoing self care and support or referrals 
Identify, affirm and strengthen personal attributes and attitudes likely to facilitate the crisis support process 
Identify and contain personal issues or attitudes likely to impact negatively on the contact 
Identify and discuss personal reactions to strong help-seeker emotions or impactful stories 
Identify and implement constructive strategies for dealing with strong emotions and impactful stories 
Develop a range of self care strategies for responding to impactful presentations or stories 

Forms

Assessment Cover Sheet

CHCCCS028 - Provide client-centred support to people in crisis
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

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Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCCCS028 - Provide client-centred support to people in crisis

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: